Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

Developing Grammatical Competence In EFL Teaching

2020 ◽  
Vol 2 (09) ◽  
pp. 410-413
Author(s):  
Feruza Erkulova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Production ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Efl Teaching

In foreign language learning and teaching, grammatical competence plays a big role within foreign language learners’ language production, especially in spoken form. This article aims to present ideas of developing grammatical competence in EFL teaching and learning. 

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

scholarly journals FRAME MARKERS AND COHERENCE IN L2 ARGUMENTATIVE ESSAYS

2019 ◽  
Vol 12 (2) ◽  
pp. 46-71
Author(s):  
Višnja Pavičić Takač ◽  
Sanja Vakanjac Ivezić
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Communicative Competence ◽  
Academic Literacy ◽  
Foreign Language Learners ◽  
Language Knowledge ◽  
L2 Learners ◽  
Argumentative Essays ◽  
The Relationship

Academic literacy includes the learners’ ability to use their language knowledge to form articulate texts. In communicative competence models this ability is subsumed under the notion of discourse competence which includes the concepts of cohesion and coherence. Starting from the premise that constructing a coherent text entails efficient use of metadiscourse (i.e. means of explicit text organisation) this study focuses on elements referring to discourse acts, text sequences or stages called frame markers, i.e. items providing framing information about elements of the discourse and functioning to sequence, label, predict and shift arguments, making the discourse clear to readers or listeners (Hyland 2005). It analyses patterns of L2 learners’ use of frame markers, compares them to English native speakers’, and explores the relationship between frame markers and coherence. The corpus includes 80 argumentative essays written by early undergraduate Croatian L2 learners of English at B2 level. The results indicate that foreign language learners’ argumentative essays are characterized by an overuse of a limited set of frame markers. Finally, implications are drawn for teaching and further research.

scholarly journals The Tourism Students’ Awareness of Communicative Competence in an English as a Foreign Language Context

2018 ◽  
Vol 14 (5) ◽  
pp. 184
Author(s):  
Ercilia Loera Anchondo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Structured Interview ◽  
Target Language ◽  
Ciudad Juarez ◽  
Mixed Method Research ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Context

The present research aimed to find out the students’ awareness towards the concept of communicative competence and to discover if exposure serves as a tool in the development of the latter. Applying a mixed-method research design, quantitative and qualitative data were gathered with three different instruments: a face-to-face questionnaire, a semi-structured interview, and a structured observation. The subjects consisted of forty-six English as a Foreign Language learners in the intermediate and advanced levels in the Tourism major at the Universidad Autónoma de Ciudad Juárez. Eleven questions were designed to find out the students’ awareness on communicative competence and its components. The interview was based on the elements of communicative competence and the activities related to exposure to the target language. The observation considered details in regards to the students’ performance in the linguistic and pragmatic components of communicative competence. Results indicated that participants are aware of the concept under study and its components. Their answers to the interview and their performance in the observation proposed that exposure to the target language have been used towards the development of certain elements in their communicative competence. Recommendations derived from the present study include making students comprehend what the acquisition of a communicative competence encompasses, which is to manage the target language through the use of the four skills. Secondly, it is of great importance to promote in students the habit of practicing the target language outside the classroom. Finally, it is necessary to pay attention to phonological features such as word stress, pitch, and intonation to improve pronunciation.

scholarly journals Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners

2015 ◽  
Vol 31 ◽  
pp. 175
Author(s):  
B. Greg Dunne
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Foreign Language Learners ◽  
Second Language Teachers ◽  
Efl Students ◽  
Collaboration Project

Using O’Dowd and Ritter’s (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects as a barometer, this article details the considerations and procedures followed in a task-based, asynchronous email tele-collaboration project between EFL (English as a Foreign Language) learners in Japan and Chile. In a climate where current research surrounding telecollaboration continues to gravitate toward the dual foci of intercultural communicative competence and multimodal technology, this article exemplifies how the adoption of a task-based framework can greatly assist the induction of beginner-level EFL students into a telecollaborative learning environment. It also encourages EFL and ESL (English as a Second Language) teachers throughout the world to seek task designs that will help them do the same. The project experienced its share of logistical and technical challenges but by adopting the currently unconventional stance of designing tasks that highlight individual identity and downplay cultural identity the project appeared to minimize intercultural tension, unmanageable levels of incomprehensibility and inability to arrive at task outcomes.Utilisant l’article de O’Dowd et Ritter (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects comme baromètre, cet article décrit en détail les considérations et les procédures d’un projet de télécollaboration asynchrone, par courriel et basé sur les tâches entre des apprenants d’anglais langue étrangère (ALE) au Japon et au Chili. Dans le climat actuel où la recherche portant sur la télécollaboration continue à se tourner vers la compétence communicative interculturelle et la technologie multimodale, cet article démontre les bienfaits significatifs d’adopter un cadre basé sur les tâches pour accueillir les élèves débutants en ALE dans un milieu d’apprentissage télécollaboratif. L’article encourage également les enseignants d’ALE et d’ALS partout au monde à rechercher des tâches qui les aideront à en faire autant. Le projet a connu sa part de défis logistiques et techniques, mais en adoptant la position originale de concevoir des tâches qui soulignent l’identité individuelle et diminuent l’identité culturelle, il semble avoir minimisé la tension interculturelle, l’incompréhensibilité et l’incapacité à arriver aux résultats voulus.

An Investigation of the Relationship between Pragmatic Competence and Motivation for Non-English Majors

2017 ◽  
Vol 7 (12) ◽  
pp. 1308
Author(s):  
Xiaojing Chen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Communicative Competence ◽  
Learning Motivation ◽  
Pragmatic Competence ◽  
Foreign Language Learners ◽  
Language Learning Motivation ◽  
Survey Results ◽  
The Relationship

Language is used for communication. Pragmatic competence, which is essential in English teaching, is an important component of communicative competence. The development of pragmatic competence will enhance that of foreign language learners’ communicative competence. This study discusses the relation between pragmatic competence and language learning motivation. Results show that students’ general pragmatic competence is at a low level. Most of the subjects hold instrumental motivation as their dominant motivation. Significant correlation has been found between pragmatic competence and language learning motivation (r=.582; p=.000). According to the survey results, the author provides several suggestions on cultivating and maintaining learners’ motivation in their pragmatic learning.

scholarly journals “Wait, How Do I Say that in English?” Communication Strategies for English as a Foreign Language Learners

2018 ◽  
Vol 12 (2) ◽  
pp. 149
Author(s):  
Zulfadli Aziz ◽  
Ika Apriani Fata ◽  
Syarifah Balqis
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communication Strategies ◽  
The Other ◽  
Target Language ◽  
Topic Avoidance ◽  
Literal Translation ◽  
Foreign Language Learners ◽  
Successful Group ◽  
Speaking Skill

This research aimed to investigate communication speaking skill strategies applied by two groups of English foreign language learners in two boarding senior high schools in Aceh, Indonesia. Of the successful group, there were 52 learners and of the less successful group 24 learners. To collect the data, this study employed the observation sheet adapted by Tarone(1978), which determined nine categories of communication strategies; approximation, word coinage, circumlocution, literal translation, language switch, mime, appeal for assistance, topic avoidance, and message abandonment. The students were observed during their speaking class. The result of this research is the literal translation, approximation, and language switchbecome the most frequent strategies used by the less successful learners. It implies that the students have had difficulties communicating in the target language. On the other hand, successful learners prefer to use approximation, literal translation, and appeal for assistance strategies. It implies that the students tend to speak and communicate well, if not yet fluently. Based on the findings, it is suggested that English teachers should introduce several communication strategies for both groups of learners to improve their effective communication.

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